few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Understand the connections between proportional relationships, lines, and linear equations.

Multiply and divide within 100.

Reason about and solve one-variable equations and inequalities.

Understand and apply properties of operations and the relationship between addition and subtraction.

Add and subtract within 20.

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Generate and analyze patterns.

Understand the relationship between zeros and factors of polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Use the four operations with whole numbers to solve problems.

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Rewrite rational expressions.

Perform arithmetic operations on polynomials.

Work with equal groups of objects to gain foundations for multiplication.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Solve equations and inequalities in one variable.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand properties of multiplication and the relationship between multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand solving equations as a process of reasoning and explain the reasoning.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Analyze patterns and relationships.

Use properties of operations to generate equivalent expressions.

Solve systems of equations.

Write expressions in equivalent forms to solve problems.

Interpret the structure of expressions.
problem_activity: Stage 4: Subtract within 20
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 4 Gameboard
Capture Squares Stage 4 Spinner

Narrative
Students spin to get a number (16–20) and flip a card (0–10). They subtract the number on the card from the number on the spinner. The spinner includes a wild space where students can choose their own number.


correct_option_index: 4